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Journal of English Language and Pedagogy
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 25273655     EISSN : 25798782     DOI : http://dx.doi.org/10.36597/jelp
Core Subject : Education,
Education Other
Journal of English Language and Pedagogy is an official scientific journal of the Direktorat Pascasarjana Pendidikan, Universitas Sarjanawiyata Tamansiswa, Indonesia. Journal of English Language and Pedagogy is a refereed publication devoted to research articles, and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism and multilingual education, discourse analysis, and translation. The Journal is published twice a year (May and November).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 161 Documents
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The evaluation of student English activity (SEA) in Universitas Muhammadiyah Yogyakarta Siti Afrianty H Kundji
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.8309

Abstract

This study aims to evaluate the organization of the Student English Activity (SEA). This organization made English its main component. The researcher showed the contribution of the context, input, and process. Then, the researchers explained the product of SEA. The researchers used the CIPP model in this study. The study took place in UMY and had participants from UMY. The participants were the stakeholder known as the president of SEA and the 10 members of SEA who were becoming the representative of all the members. The researchers collected the data from document analysis, observation, and interviews. The instruments from this study are documents, videos, and interview guidelines. The researcher used data condensation, data display, and conclusion drawing to analyze the data. The results o this study are all contributions of the CIPP to the SEA. the context role was to decide what to do to achieve the success of the SEA. The input contribution was to prepare a good facility, a qualified speaker or teacher, and preparation of the activities. The process contributions were the student's or members' enthusiasm and how they respond to the teacher in every activity. The process contribution also makes the students produce the language (English) confidently. With those parts, the member can achieve speaking skills, confidence, a good attitude, and intellectualism. These, the researchers call the result or product of SEA which the member has good speaking skills, confidence, good attitude, and intellectualism. Every aspect of CIPP has an important role to achieve the success of SEA. the context became the foundation of SEA, and the input and process became the core of the SEA. So SEA can get the product that same with the goals.
An analysis of higher order thinking skills on three English textbooks for senior high school Paulus Sainyakit; Yuyun Yulia
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.9236

Abstract

Abstract: This research aims at finding the empirical evidence of the higher order thinking skill distribution based on revised edition of Bloom’s taxonomy in three English textbooks, namely: Pathway to English, Bahasa Inggris, and Buku Teks Pendamping Bahasa Inggris untuk SMA/MA/SMK/MAK revised edition for the eleventh-graders of senior high school students and investigating the difference among those three English textbooks related to the higher order thinking skills (HOTS). This research used content analysis method. In collecting data, this research used checklist table to collect qualitative data in form of words which were on essay questions. It employed analysis card as the instrument to analyze the data. The results found that each textbook had different distribution of the HOTS that consisted of three skills, namely: analyzing skills or C4, evaluating skills or C5, and creating skills or C6. The analyzed skill in Pathway to English textbook and Bahasa Inggris (Buku Teks Pendamping) obtained same portion of distribution which contained 23 questions while Bahasa Inggris textbook only obtained 2 questions. Further, evaluating skills in Bahasa Inggris textbook obtained the highest distribution among others with 34 questions, Pathway to English textbook as the second obtained 22 questions while Bahasa Inggris (Buku Teks Pendamping) obtained 11 questions. Finally, creating skills from the English textbooks obtained the lowest distribution. Pathway to English textbook obtained 5 questions, Bahasa Inggris textbook obtained 6 questions and Bahasa Inggris (Buku Teks Pendamping) obtained 1 question. This research concludes that the skills of the HOTS among three English textbooks that analyzed skill or C4, evaluated skill or C5, and created skill or C6 were conditionally different and unequal to each other related to the distribution. Keywords: English textbooks, essay reading exercise, higher order thinking skill.
The evaluation of the English textbook “Bahasa Inggris” for tenth graders of SMKN 7 Purworejo based on Paul Nation and John Macalister’s theory Yan Imam Santoso
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.9258

Abstract

Abstract: Textbooks are the tools that should be available in teaching and learning. Textbooks are a set of teaching materials that are combined into books. No books are appropriate for all the characters of the students. the textbook for tenth graders is Bahasa Inggris. This book is recommended for senior high school and vocational school and is related to curriculum 2013. This research is focused on the evaluation of the textbook of Bahasa Inggris for tenth graders in SMK N 7 Purworejo according to the theory of Nation and Macalister. This research is aimed to discover the appropriateness or suitability of the textbook Bahasa Inggris for tenth graders in SMK N 7 Purworejo based on the Nation and Macalister theory and select the themes of the textbook that have been appropriate to the criteria. This research belongs to the descriptive qualitative research. In collecting the data, this research conducted a simple interview and document analysis. The findings of this research are the textbook is partly suitable for content analysis. Chapters 4 and 5 are partly suitable because the materials are not related to the needs. The teacher should modify the content. Chapters 12, 13 and 14 also need to be modified deeper. The format and presentation, monitor and assessment also have been suitable for the students of SMK N 7 Purworejo according to the theory of Nation and Macalister. When the themes of each chapter were compared to the criteria, the researcher found 12 appropriate chapters. Keywords: content and sequencing, evaluations, format and presentation, monitor and assessment, Nation and Macalister, textbooks.  
Improving students’ enthusiasm for learning English using animated video Maria Jawa Open; Yuyun Yulia
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9264

Abstract

The study aimed at investigating the effectiveness of animated videos in improving students’ enthusiasm at SDK Sang Timur Yogyakarta and describing the improvement of students’ enthusiasm for learning English. The design of this research was Classroom Action Research (CAR) and the subject of this research was 25 students of the first graders of elementary school at SDK Sang Timur, located in Batikan, Yogyakarta. The observation indicated that students had difficulties in saying English words correctly and when they respond in the English language. Moreover, the result of cycle 1 showed that students’ enthusiasm for learning English got improved. Students still felt doubtful about responding to questions. They seemed to be excited about the video. In cycle 2, students’ enthusiasm improved. Students had a good recollection of the previous lesson when the researcher asked them about it. It also appeared that students became more active and enthusiastic about the lesson and seemed eager to learn more using animated videos. Therefore, it can be concluded that animated videos brought a positive learning environment and enthusiasm as they educated and entertained students at the same time. In short, an animated video was an effective tool for improving students’ motivation for learning English.
Revisit Bloom’s Taxonomy: A reflection of education in a digital era Rizki Farani
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9347

Abstract

Bloom’s taxonomy has been used in the education field since 1956. It promotes a higher form of thinking in education. However, the shift from traditional classroom interaction to technology-based education, such as e-learning, blended learning, and distance learning, changes the paradigm on how educators design learning instruction. This article presents a general description of Bloom’s taxonomy application in the digital era based on some literature reviews. The articles were selected purposively among open-access journals only in two reputable international journals: (1) Computer and Education and (2) Cogent Education. The journals were selected due to their publication mostly related to Bloom’s taxonomy in the education field. The review covers two aspects: (1) the identification of Bloom’s taxonomy applications and (2) the modification of Bloom’s taxonomy to promote thinking skills. The analysis presents information on how educators modify Bloom’s taxonomy to deliver content through technology-based learning. The results show that: (a) there is limited access to identify Bloom’s Taxonomy studies; (b) there is limited open access to literature reviews on Bloom’s Taxonomy in the education field; (c) modification of Bloom’s Taxonomy in the digital era position technology as a tool to facilitate students’ learning, and (d) most learning only builds students’ cognitive skills. There is still a limited exploration of affective and psychomotor domains. As a further recommendation for future research, there is a demand to provide more open-access journals on how to use technology to support affective and psychomotor domains.
The process of 21st-century English learning at an international primary school in Cirebon Ika Maratus Sholikha; Farouk Imam Arrasyid; Wakhid Nashruddin
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9389

Abstract

In the 21st century of the fourth industrial revolution, global access and disruptive technology need to develop learners to acquire 21st-century skills that rely on communications, collaboration, creativity, critical thinking teaching strategy, learning process, classroom management, and assessment of paramount importance. The content analysis used the qualitative narrative. The findings allowed students to survive and function with the rapidly evolved, global, and complex world, whilst teachers and other education practitioners were suggested to reform and reconsider the instructional practices including, among others learning materials used in the classroom that aligned with the current situation by involving 2 English teachers and 17 students. Hence, this study investigated characteristics of the 21st-century for EFL Learning, the strategies used by English teachers in teaching English, and the process of students learning in the 21st   century at the international level.
The effects of teacher’ code-switching on students’ vocabulary acquisition: EFL learners Via Rahma Wati; Muhammad Sofian Hadi
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.9627

Abstract

Abstract: English as Foreign Language (EFL) teaching and learning process, it is inevitable for teachers and students to be engaged in various cases involving L1 use. Code-switching has arisen a debatable notion of what it brings, good or bad, in the educational milieu. To some extent, it is believed that code-switching is such a help for both teachers and students in achieving the learning target while to some party the use of code-switching is no more than a hurdle. The classroom context in Indonesia where teachers and students share the same first language showed that CS was used by teachers in EFL classrooms. The research indicated that teachers used CS in the teaching and learning process for various reasons. The main reason would be to facilitate students’ learning, besides that code-switching also has an effect on students vocabulary acquisition in L2. Keywords: code-switching, the effect of teacher’s code-switching, vocabulary.
Examining English learning materials based on genre-based approach for vocational high school students Hesti Widyasari
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.10541

Abstract

Abstract The aims of this study were (1) to examine English learning materials based on genre-based approach (GBA) for the eleventh-graders of Fashion Design department at Vocational High Schools and (2) to reveal the efficacy of the developed learning materials in developing the students’ English skills. Data collection used observation and interview. Data were analyzed qualitatively upon the observation and interview. The subjects of this study were the English teacher and 14 students of eleventh-graders from SMK Muhammadiyah Gamping, Sleman, Indonesia. The findings showed that description of examining two units of materials consisted of building knowledge of field (BKoF), modelling of text (MoT), joint construction of text (JCoT),  and independent construction of text (ICoT) stages. In BKoF stage, students warmed up the topics by discussing some questions, next, in MoT stage, students gained model text input from listening and reading tasks, then, in JCoT stage, students practiced speaking and writing collaboratively in groups, after that in ICoT stage, students practiced speaking and writing individually. Meanwhile, the efficacy of the developed materials the students participated actively during the try-out and achieved mean score of 4.18 (good category). It could be concluded that the developed materials were appropriate to be implemented for tenth-graders’ English learning of Fashion Design department. This was consistent with students’ activities in classroom performance they were engaged in the teaching and learning process and produce the learning outcomes. Keywords: English learning materials, genre-based approach, tenth-graders’ efficiacy
Enacting collaborative writing in an academic writing class Ika Widhy Retnary
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.10578

Abstract

Abstract: This research aims to find out how the implementation of collaborative writing techniques improves the International Relations students’ writing skills in an argumentative essay and its efficacy of the collaborative writing performance with Kemmis and Taggart’s action research (CAR). This research involved thirteen International Relations students of Essay Writing class. A writing task was given as a pre-test and task to find out the problem faced by the students and to identify the changes they had after implementing the technique. A questionnaire was distributed at the end of cycle 2 to identify the efficacy of the implementation and the changes in the students’ attitudes. The findings showed that the collaborative writing technique gave the students chance to improve their writing skills in argumentative essays. This was seen from the significant change in the final stage that raised to 16.23%. The implementation of the collaborative writing technique allowed students to be motivated, responsible, and confident more in the smooth and enjoyable learning processes. Keywords: argumentative essay, CAR, writing skill.
English education master students' perceptions on their professional identity as future EFL teachers Kristian Florensio Wijaya
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.10773

Abstract

Abstract: Dealing with ever-changing globalized ELT enterprises, it is crucially indispensable for future EFL teachers to continually construct, nurture, and amplify a higher degree of professional identity to be not only deemed as competent but also compassionate educators. The establishment of professional identity has an intertwining rapport with the potential second language learning outcomes obtained by learners. Jointly with this basic educational tenet, it can be conjectured that EFL teachers instilling a higher degree of professional identity are more capable of promoting more enjoyable, holistic, and safer teaching-learning enterprises for multiverse learners. While EFL teachers inculcating a lower level of professional identity encounter more frustrating and energy-draining teaching journeys due to the ineptitude of positioning more precise professional identity in their working places. This study was manifested qualitatively by lending further support from 5 open-ended narrative inquiry questions probing more exhaustively into English education master students’ perceptions on their professional identity as future EFL teachers. To support this data gathering process, 2 English education master students batch 2018 and 2020, Sanata Dharma University were invited to record their responses in accord with their teaching experiences as well as aspirations to be more highly professional future EFL educators. The results unfolded that a higher degree of professional identity would potentially allow prospective EFL educators to establish a more positive rapport with educational stakeholders and transform into more supportive learning facilitators. Based on the above-mentioned results, worldwide educational institutions must address insistent external supports to foster their professional identity construction gradually over time. Keywords: master students, narrative inquiry, professional identity

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